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Welcome to the Session on Financial Management and Procurement


State to continue to fund free textbooks being currently provided from the State ... the cost of text books being supplied to children in Elementary Classes, then ... – PowerPoint PPT presentation

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Title: Welcome to the Session on Financial Management and Procurement

National Workshop on Data Validation 11th-13th
Financial Management
  • GOI developed a comprehensive Manual on Financial
    Management and Procurement.
  • This Manual was made effective from 1st April
  • Provisions of this Manual are mandatory for the
    implementation of SSA and NPEGEL.
  • The Manual covers planning, budgeting,
    accounting, fund flow arrangements, financial
    reporting, internal control, internal audit,
    auditing and procurement.
  • 8 Amendments to the Manual are issued so far and
    a printed Booklet developed and disseminated to
    all States/UTs

Planning Process
  • Identification of Planning teams.
  • Participatory planning process.
  • Interaction with community and target groups.
  • Consultative meetings
  • Information need and collection of information.
  • Data analysis and its utilisation in the plans.
  • Steps in planning.
  • District and State Plans.
  • Educational profile.
  • Problem and need identification.
  • Goals and targets settings.
  • Need based planning.

  • One teacher for every 40 children in Primary and
    upper primary
  • At least two teachers in a primary school
  • One teacher for every class in the Upper
  • Of the 3 teachers sanctioned under SSA for
    every new UPS, one each will need to be a
    teacher with mathematics and science specific
    educational background. The teacher recruitment
    norms will be as per State Governments.
  • Wherever there is a need for additional
    teachers at UP level, to maintain the pupil
    teacher ratio of 401, the additional teachers
    sanctioned under SSA will need to be
    provided/recruited from science / maths
    educational background.
  • States will have to commit that they will
    re-deploy existing science/maths qualified
    teachers to cover as many UPS as possible.

  • Within one kilometer of every habitation.
  • Provision for opening of new schools as per
    State norms or for setting up EGS like schools in
    unserved habitations
  • PS No schools within 1 km
  • EGS Unserved habitations and no school exists
    within 1 km with atleast 15 children. This may
    be relaxed in exceptional cases.

4. Classroom
3. Upper Primary schools / Section
  • As per requirement based on the number of
    children completing primary education, up to a
    ceiling of one upper primary school / section for
    every two primary schools.
  • A room for every teacher or for every grade /
    class, whichever is lower in
  • Primary and upper Primary, with the provision
    that there would be two class rooms with
    verandah to every primary school with at least
    two teachers.
  • A room for Head-Master in upper Primary school /

5. Free textbooks
  • To all children within an upper ceiling of Rs.
    150/- per child at primary level and Rs. 250/-
    per child at upper primary level.
  • Primers/textbooks developed for tribal languages
    with bridging materials to facilitate a
    transition strategy to the States language of
    instruction and English, would be eligible for
    Class I-II within the ceiling of Rs. 150/- per
  • Within the ceiling of Rs. 150/- per year at
    primary level, States can support workbooks,
    worksheets and other essential teaching learning
    materials which together constitute textual
    materials for the subject, class or grade.
  • State to continue to fund free textbooks being
    currently provided from the State Plans.

5. Free textbooks (contd/-)
  • States to continue to fund free textbooks being
    currently provided from the State Plans for free
    textbooks to non SC/ST boys studying in
    Government and Government aided primary and UP
    schools. The financial implication of this
    charge will be restricted to cost of free
    textbooks to non-SC-ST Boys only to those States
    where these are not being provided under any
    existing schemes.
  • In case any state is partially subsidizing the
    cost of text books being supplied to children in
    Elementary Classes, then the assistance under SSA
    would be restricted to that portion of the cost
    of the books which is being borne by the
  • Cost of workbooks, textbook development,
    printing, transportation etc. can be added
    provided total cost does not exceed Rs. 150/- per

5. Free textbooks (contd/-)
  • Eligible children of
  • Government Schools
  • Government Aided Schools, Madarsas, Cantonment,
    Municipal Corporation Schools provided admission
    policy, teachers appointment, syllabus are
    similar to Govt. and not collecting any fee from

6. Civil Works
  • Programme funds on civil works shall not exceed
    the ceiling of 33 of the entire project cost
    approved by the PAB on the basis of perspective
    plan prepared for the period till 2010.
  • This ceiling of 33 would not include expenditure
    on maintenance and repair of buildings.
  • However, in a particular years annual plan
    provision for civil works can be considered upto
    50 of the Annual Plan expenditure, within the
    overall project ceiling of 33.
  • PAB may allow districts with larger
    infrastructure gaps, annual ceiling for civil
    works upto 50 per year, with the provision that
    their requirement is completed between 2008 and
    2010, and also that the over all ceiling of 33
    is maintained in these districts for the SSA
    programme period as a whole.

  • For improvement of school facilities, BRC/CRC
  • CRCs could also be used as an additional
  • Furniture to Govt. upper primary schools _at_
    Rs. 500/- per child subject to conditions
  • Only for existing Govt. UPS which do not have
    furniture already.
  • Not available for new UPS sanctioned under SSA
    since 2001 as it got a provision of Rs. 50000/-
    as TLE.
  • Procurement by VEC/SDMC or any other equivalent
  • Mark as school property and maintain its record
    in stock register and carry out annual stock
  • Within 33 of the civil works in a districts

Hostels in existing Govt. UPS subject to
  • Only one such facility per block
  • Accommodate upto 100 children
  • In blocks with population density of less than
    20 persons per sq.km in remote hilly, desert and
    tribal districts which do not have any such
    facility set up by any authority.
  • Construction norms as per KGBV.
  • Within the existing norms of civil works
  • Running costs by States through dovetailing with
    other schemes or from innovative funds for
    girls/SC/ST children under SSA as per norms
    approved by the EC.

  • No expenditure to be incurred on construction
    of office buildings.
  • Districts to prepare infrastructure Plans.
  • SSA shall not fund school buildings for
    building less/dilapidated schools.
  • Covers to Govt. school only. Activities are
  • new school buildings (unit cost includes kitchen
  • additional classrooms
  • room for headmaster
  • toilets (unit cost Rs. 20,000/- fixed by PAB)
    Higher unit cost for specific areas would be
    considered by PAB on the case by case basis.
  • drinking water facilities (unit cost Rs. 15,000/-
    fixed by PAB) Higher unit cost for specific
    areas would be considered by PAB on the case by
    case basis.

  • boundary walls in extreme cases like hilly
    terrain, forest areas or urban areas subject
    to furnishing of justification
  • Separation wall
  • Electrification
  • Child friendly elements should be mandatory in
    all new construction
  • BRC with a unit cost of Rs. 8 lakhs
  • CRC with a unit cost equivalent to addition class

  • Unit cost as per state PWD norms wherever not
    specified in SSA norms.
  • Construction mainly through Community
    Participation with the exception of BRC and
  • Supervision cost and equipment both for
    monitoring quality, if any, built into the unit
    cost. Field visits of Engineering Staff be
    budgeted under Project Management or within the
    unit cost.
  • Training of supervisory staff under management
  • Convergence with other schemes should be explored
    and the gap is funded under SSA.
  • Spill over is allowed.
  • Actual expenditure incurred is only booked.

7 (a). Maintenance and repair of school buildings
  • Only through school management committees / VECs
  • Schools upto 3 classrooms will be eligible for
    maintenance grant upto a maximum of Rs. 5000/-
    per school per year while schools having more
    than 3 classrooms would get a maintenance grant
    upto a maximum of Rs. 10000/- per school per
    year, subject to the condition that the overall
    eligibility for the district would be Rs. 7500/-
    per school (Note Headmaster room and office
    room would not count as a classroom for this
  • PS and UPS would be treated as separate schools
    for the purpose of maintenance grant even if they
    are functioning from the same premises.
  • Must involve elements of community contribution.
  • Expenditure on maintenance and repair of building
    would not be included for calculating the 33
    limit for civil works.
  • Grant will be available only for those schools
    which have existing buildings of their own.

7 (a). Maintenance and repair of school
buildings (contd/-)
  • Grant will be available also to those Government
    schools in Urban areas which are running in
    rented buildings.
  • For Composite schools with primary and upper
    primary schools in addition to secondary/higher
    secondary schools, this grant will be provided
    only for the classrooms used for primary and
    upper primary classes.

7 (b). Repair of school building
  • Rs. 150 crore available under SSA for all
    States/UTs which will be proportionately
    distributed by GOI on major repairs.
  • Form part of AWPB and within the ceiling of
    civil works.
  • Maximum of 5 of existing schools in a districts
    in a year.
  • Schools constructed for more than 10 years.
  • Should not exceed more than 60 of the new
  • Mandatory to provide list of schools, cost
    estimates and photo of the schools to be
  • Decentralized system of technical and financial
    assessment and approvals.
  • SPO approval for higher investment of Rs. 75000/-
    and above.
  • District and sub-district approvals below this
  • On site technical supervision by professionally
    qualified engineers.
  • States need to develop a Repairs Manual.

8. TLE for new primary schools/ upper primary
  • TLE _at_ Rs. 20,000/- per new primary school
  • TLE _at_ Rs. 50,000/- for new and upgraded upper
    primary schools
  • TLE will be as per local specific context and
    requirement/need to be determined by the
    teachers/school committee. States to
    disseminate and indicative list of basic school
    requirements with scope for local
    contextualization, after approval of State
    SSA, Executive Committee.
  • Involvement of teachers and parents necessary in
    TLE selection and procurement

8. TLE for new primary schools/ upper primary
  • VEC / school-village level appropriate body to
    decide on best mode of procurement
  • Requirement of successful running of EGS center
    for two years before it is considered for
  • Provision for teacher classrooms
  • TLE funds cannot be pooled at cluster / block /
    district / State level for purchase.
  • TLE for upper-primary (Merged with Norm No. 8)

10. School grant
  • Rs. 5000/- per year per primary school and Rs.
    7000/- for upper primary school for replacement
    of non-functional school equipment and for other
    recurring costs such as consumables etc. The
    amount for UPS will include items for science
    laboratories and computer education requirements.
  • Transparency in utilization
  • To be spent only by VEC/SMC
  • PS and UP schools would be treated as separate
    school for the purpose of school grant even if
    they are functioning from the same premises.

  • Eligible to
  • Government Schools
  • Government Aided Schools, Madarsas, Cantonment,
    Municipal Corporation Schools provided admission
    policy, teachers appointment, syllabus are
    similar to Govt. and not collecting any fee from
  • Not allowed for High schools where classes
  • Start from VIII onwards in the case of States
    having upper primary upto Class VII
  • EGS / AIE / AS
  • Library books for schools can also be provided
    from this grant.

11. Teacher grant
  • Rs. 500/- per teacher per year in primary
    and upper primary
  • Transparency in utilisation
  • Eligible to
  • Government Schools
  • Government Aided Schools, Madarsas, Cantonment,
    Municipal Corporation Schools provided
    admission policy, teachers appointment, syllabus
    are similar to Govt. and not collecting any fee
    from students
  • One third of high schools teachers in the case of
    States having upper primary upto Class VII and
    Class VIII is attached to High Schools.

12. Teacher training
  • Provision of upto 10 days in-service training for
    all teachers each year at BRC level and above, _at_
    Rs. 100/- per teacher per day
  • Upto 10 monthly cluster level meetings and peer
    group training sessions, for all teachers each
    year _at_ Rs. 50/- per teacher per day at CRC level.
  • _at_ Rs. 100/- per day for 30 days induction
    training of newly recruited teachers.
  • _at_ Rs. 100/- per day for 60 days on the job,
    untrained teachers to acquire professional
    qualifications through in-service/distance
  • Training of BRC CRC co-ordinators and resource
    persons for upto 10 days each year _at_ Rs. 100/-
    per person per day.
  • These ceilings of unit cost should not be allowed
    automatically as a default costing norm. Actual
    unit costs would need to be budgeted. The number
    of days of trainings would be decided by the
    State/UT. The unit costs for training would be
    based on the State norms for training as approved
    by the State SSAs Executive Committee.
  • Assessment of capacities for effective training
    during appraisal will determine extent of
  • Support for SCERT/DIET under existing Teacher
    Education Scheme

  • Eligible to
  • Government Schools
  • Government Aided Schools, Madarsas,
    Cantonment, Municipal Corporation Schools
    provided admission policy, teachers
    appointment, syllabus are similar to Govt. and
    not collecting any fee from students
  • One third of high schools teachers in the
    case of States having upper primary upto Class
    VIII and Class VIII is attached to High Schools.
  • BRC /CRC co-ordinators and resource persons

State Institute of Educational Management and
Training (SIEMAT)
  • One time assistance of Rs. 3 crore
  • States have to agree to sustain
  • Selection criteria for faculty to be rigorous
  • Setting up new SIEMAT in States where the
    same is not established.
  • Rs. 3 crore is a one-time assistance including
    civil works
  • Procedure of construction decided by the State.
  • State cabinet has to approve the proposal and
    agree to its sustainability
  • No objection of NUEPA be obtained

14. Training of community leaders
  • For a maximum of 4 persons per village 2
    persons per school for 2 days in a year
    preferably women
  • _at_ Rs. 30 per day per person.
  • _at_ 3 community leaders per school in urban
    areas where no village exists and in States
    where revenue village covers vast area.
  • Training of community leaders for monitoring of
    school functioning and SSA activities (SMCs,
    Mothers Groups, PTAs, VECs, GP Presidents
    and members etc.) can be undertaken beyond
    the number of persons allowed under REMS and

15. Provision for disabled children
  • Upto Rs.1200/- per child for integration of
    disabled children, as per specific proposal, per
  • District Plan for children with special needs
    will be formulated within the Rs.1200 per child
  • Involvement of resource institutions to be
  • Eligible to all disabled children irrespective of
    educational status
  • Activities covered
  • Early detection of children with special needs
    (problem of vision, hearing, movement, learning,
    cerebral palsy or mental retardation).
  • Identification of children with special needs
  • Functional and formal assessment
  • Educational placement

  • Aids and appliances if not able to obtain
    through convergence
  • Support services like physical access
  • Special equipment
  • Reading material
  • Special educational techniques
  • Remedial teaching
  • Curriculum adaptation
  • Adapted teaching strategies
  • Training to teachers etc.
  • Resource Support by appointment of resource
  • Removal of architectural barriers in schools
  • Research, monitoring and evaluation etc.
  • Not in cash
  • No separate schools
  • Ceiling of expenditure at district level

Clarifications issued on 6-9-2004
  • Rs. 1200/- per child is relevant for district
    calculations and the actual amount to be spent on
    each child may vary from child to child.
  • Normally 20 days in-service training include a
    component on IED but special training from out of
    the allocation of Rs. 1200/- can be used.
  • If a child is placed in a special school no
    expenditure would be borne from SSA for board and
    lodging. However, assistive devices for that
    child could be paid for if the same cannot be
    provided through convergence.
  • Expertise NGOs can also be engaged through SSA
    funds after obtaining the approval of
    grants-in-aid committee

16. Research, Evaluation, supervision and
  • Upto Rs.1500 per school per year
  • Rs.200 per school per year to be spent at
    national level.
  • Norms for State/district/BRC/CRC/ School level
    expenditures for research, evaluation,
    supervision and monitoring will be decided by the
    Executive Committee in States/UTs.
  • States would need to give priority to developing
    and regularly implementing, monitoring systems to
    measure quality related outcomes, inter alia,
    such as students learning outcomes, teacher
    performance, student and teacher attendance rates
    by gender and social categories, as also
    parameters for measuring changes in classroom
    practices, impact of teacher training, efficacy
    of textbooks and textual materials, quality of
    academic supervision provided by BRCs/CRCs/DIETs

16. Research, Evaluation, supervision and
monitoring (contd/-)
  • State and district provisioning will include
    inter alia for EMIS, allocations for regular
    school mapping/micro planning for location of
    schools, other school infrastructure and updating
    of household data on 6-14 year old childrens
    educational status.
  • Involvement of State SCERTs, DIETs and SIEMATs
    (where SIEMATs are functional), will be mandatory
    in the execution of this component.
  • Involvement of other independent national and
    state level resource institutions in conducting
    REMS activities should be encouraged through
    appropriate MOUs/Contracts.
  • Each State/UT SSA programme will set up a
    Research Approval Committee for processing and
    approving all research and evaluation to be
    undertaken at the State level. Appropriate
    mechanisms should also be set up for district
    level by the State SSA programme.

  • Eligible to all Govt. and Aided schools
  • Activities covered
  • Creating a pool of resource persons at
    national, State, district, sub-district level
    for effective field based monitoring
  • Travel grant and honorarium to resource
  • Providing regular generation of community
    based data
  • Conducting achievement tests, evaluation
  • Undertaking research activities
  • Setting up special task force for low female
    literacy districts and for special monitoring
    of girls, SC/ST
  • EMIS
  • Expenditure on charts, posters, sketch pen,
    OHP pens etc.

  • Assessment and appraisal teams and their
    field activities
  • Analysing data at sub-district / district /
    State and national level
  • Curriculum renewal
  • Development of Training modules with
    resource teams
  • Institutional monitoring of the progress of
  • MIS development, EMIS, DISE, cohort study,
    child-tracking etc.
  • Financial monitoring, social audit, joint
    training programmes for auditors, community
    leaders etc.

17 (a). Management Cost
  • Not to exceed 6 of the budget of a district plan
  • To include expenditure on office expenses, hiring
    of experts at various levels after assessment
    of existing manpower, POL, etc.
  • North-eastern States and UTs where plan size is
    very small, could be budgeted upto Rs. 20 lakh
    per district. However, the overall ceiling of 6
    should be maintained for the State over the SSA
    project period.
  • Priority to experts in MIS, community planning
    processes, civil works, gender, etc. depending on
    capacity available in a particular district.
  • Management costs should be used to develop
    effective teams at State/ District / Block /
    Cluster levels.
  • Identification of personnel for BRC/CRC should be
    a priority in the pre-project phase itself so
    that a team is available for the intensive
    process based planning.

  • District Project Office as per Revenue
    district as on 31-3-2002
  • No new permanent post
  • Posts being created on contract or deputation
  • Deputation allowance allowed in case the
    orders carry a provision for its payment.
  • Management includes
  • Expenditure on data collection
  • EMIS operationalisation and maintenance
  • Office Expenses
  • Salary of supportive staff
  • Hiring of experts in areas like, MIS, Pedagogy,
    Teacher Training, Research Evaluation,
    Community Mobilisation, Gender,
    Sensitisation, Civil Works, Alternative
    Schooling, Financial Management etc.

  • Provision of office equipment, computers,
  • Stationary and other consumables
  • Charges on telephone, fax, internet, postage
  • POL, vehicle maintenance, vehicle hiring
  • TA/DA of functionaries
  • Recurring contingent and miscellaneous costs
  • Media and newsletters
  • Training, orientation programmes for
    management staff including financial
  • As a policy purchase of new vehicle is not
    encouraged. In exceptional cases, purchase in
    substitution of condemned vehicles should be
    approved by PAB without new post of drivers.
  • Management cost of district and State component
    not to exceed 6 annual outlay of the districts

  • Activities of district/block level resource
    groups (include honorarium, travel expenses,
    meeting costs etc.) can be supported under
    either Project Management or REMS.
  • Rent for accommodating the BR/ BEO could be
    budgeted for in the AWPB till the BRC building
    has been completed.
  • If the existing the building for DEO becomes
    inadequate on account of additional personnel
    recruited for SSA, then the rent for a DEO
    building could be budgeted in the AWPB as an
    interim measure.
  • Personnel with responsibilities of routine and
    regular field visits and supervision (BRC/CRC
    resource teachers, engineering personnel) could
    be provided a fixed TA (as decided by the SIS)
    as a part of their regular monthly entitlements
    for a prescribed number of visits.

17 (b). Learning enhancement programme
  • Learning enhancement programme with priority to
    enhance learning levels in language, mathematics
    and science by using up to a maximum of 2 of
    district outlay provided overall ceiling remain
    within 6. Ensure the following steps
  • Clearly stated outcomes to be achieved for
    selected subjects. Priority for acquiring basic
    language/ reading/ comprehension/ numeracy skills
    in Class I to III and Science/Maths learning in
    Class V to VIII.
  • Indicate total number of children to be covered,
    number of schools to be covered block wise.
  • Specify type of additional TLM to be used for
    students/teachers / trainers etc.

  • Define role of key players like teachers, CRCs,
    BRCs, DIETs, Community etc. in the
  • Indicate information about the pedagogic
    principles including strategies for learning to
    be adopted during the programme
  • Provide external evaluation of the interventions
  • No duplication of costs with any other component
    of SSA.

18. Innovative activity for girls education,
early childhood care education, interventions
for children belonging to SC/ST Community,
minority, community, deprived children in urban
areas, Computer Education especially for Upper
Primary level
  • An Innovation Head upto Rs. 1 crore per district
    per year will apply for SSA.
  • Upto half of the funds under the Innovation Head
    can be targeted to Computer Aided Education
    facilities per district per year. The focus of
    Computer Aided Learning (CAL) will be to
    maximize coverage in Upper Primary Schools with
    special emphasis on Science and Mathematics.
    Hardware, software, training, maintenance and
    resource support if required, could inter alia be
    included in this component.

  • Upto four innovative projects each within the
    ceiling of Rs.15 lakh per district will be
    permissible on need basis, for the balance funds
    with a cap of 15 lakh per project.
  • No duplication with any other SSA component
    will be permissible. The innovation should not
    duplicate strategies allowed under other
    components of SSA or to other interventions of
    other schemes.
  • All components under the Innovation Head will
    need to be designed and executed in a clearly
    defined deliverable outcomes to be articulated
    in the Annual work Plan of district. The
    innovation should be area specific and focused on
    clearly defined target groups. It can be in the
    form of a package including general SSA
    interventions supplemented by interventions
    under Innovative Heads. Steps for its monitoring
    and evaluation should also be clearly brought
    out. The interventions will be in project mode
    having no civil work components with clearly
    defined areas, target group, outcomes and
    monitoring and evaluation. The intervention will
    be broken in micro activities with indicative
    financial requirements.

  • ECCE and girls education interventions will
    target interventions for supporting girls
    education which are not covered under other
    components of SSA e.g., NPEGEL and KGBV
  • Interventions for Scheduled Caste/Scheduled
    Tribe communities will be targeted to enhanced
    retention and learning levels of children.
  • Interventions for educationally disadvantaged
    minorities chiefly Muslim children to target
    their enhanced enrolment, retention and
    completion of the elementary education.
  • Interventions for urban deprived children with
    focus mainly on creating facilities for street
    children, migrant children, rag pickers to
    enable them to join elementary education.

  • Details of activities under each innovative
  • head
  • Activities under girls education and
  • of SC/ST -
  • Enrolment and retention drives
  • Special camps and bridge courses
  • Setting up special models of Alternative
  • Strengthening of madaras and maktabs for
    formal education to girls
  • Community mobilisation including setting up
    new working groups with existing working
  • Monitoring attendance
  • Remedial coaching classes
  • Providing a congenial learning environment
    inside and outside the school

  • Activities that are not explicitly mentioned or
    allowed under any other SSA cost head can be
    included under the Innovation head such as
    library books to schools, uniforms, scholarship
    and other incentives to disadvantaged children
    subject to the adherence of the conditions laid
    down in MHRDs letter dated 5-5-2004
  • Innovations cost head also be used to supplement
    funds for activities that cannot be funded fully
    under the ceiling of cost provided under the SSA
    norms such as, additional funds for residential
    bridge courses, graded reading materials, if such
    material is not a part of the curriculum package
    for the whole State.

  • Activities under ECCE -
  • Supplementary support in conjunction with
  • Specific support to ECCE in existing ICDS
  • Honoraria for pre-school teachers
  • Training of Aanganwadi Sevikas
  • Activity materials, play items etc.
  • Monitoring attendance
  • Remedial coaching classes
  • Providing a congenial learning environment
    inside and outside the school
  • Activities under Computer Education at UP
    level -
  • Computer hardware, software and related
  • Computer books and stationery
  • Training to teachers in computer education

19. Block Resource Centres / Cluster Resource
  • Ordinarily one BRC in each Community
    Development (CD) Block.
  • In urban areas where CD blocks are not
    available, urban academic resource centres
    could be set up subject to conditions.
  • One CRC for 100-150 teachers.
  • One URC on the lines of BRC for 10-15 CRCs.
  • Norms of persons to man the CRC/URC and the unit
    costs are the sane as in SSA Norms.
  • If the Municipality or town development authority
    has academic staff, they may be deployed in the
  • BRC/CRC to be located in school campus as
    far as possible

  • Rs. 8 lakh ceiling for BRC building construction
    wherever required.
  • Cost for CRC construction will be as per unit
    cost of the State for an additional classroom.
    Should be used as an additional classroom in
  • Total cost of non-school (BRC and CRC)
    construction in any district should not exceed
    5 of the overall projected expenditure under
    the programme in any year.
  • Deployment of up to 20 teacher in a block with
    more than 100 schools 10 teachers in smaller
    Blocks in BRCs and CRCs put together.
  • Provision of furniture, etc. _at_ Rs.1 lakh for a
    BRC and Rs.10,000 for a CRC

  • Contingency grant of Rs. 20,000/- for BRC and
    Rs. 3,000/- for a CRC, per year.
  • Meetings, Travel Allowance Rs. 750/- per month
    per BRC, Rs. 300/- per month per CRC.
  • TLM Grant Rs. 5000/- per year per BRC, Rs.
    1000/- per year per CRC.
  • Identification of BRC/CRC personnel after
    intensive selection process in the preparatory
    phase itself.

  • BRCs as per CD blocks
  • Spill over of furniture grant is allowed.
  • Libraries in BRCs and CRCs from TLM Grant.
  • Unit cost of salary of BRPs at the minimum
    applicable for fresh teachers
  • BRPs deployed under DPEP will not cover under
    SSA. Their salaries will be borne by the State.
  • Additional requirement of funds for travel, TA/DA
    meetings at BRC/CRC, capacity building for
    BRC-CRC personnel (beyond that allowed under the
    norms) may be provided under Project Management
    and REMS as per need.

20. Interventions for out of school children
  • As per norms already approved under Education
    Guarantee Scheme Alternative and Innovative
    Education, proving for the following kind of
  • Setting up Education Guarantee Centres in
    unserved habitation
  • Setting up other alternative schooling models
  • Bridge Courses, remedial course, Back-to-School
    Camps with a focus on mainstreaming out of school
    children into regular schools.

20. Interventions for out of school children
  • Per learner cost of Rs 1,535/- per annum for
    Primary and Rs 2,960/- for Upper Primary EGS
    centres at the district level. The cost of
    individual centre would depend upon the no. of
    learners enrolled. The honorarium for the
    Education Volunteer would be restricted to Rs.
    2,500 per month.
  • For AIE centres/ interventions the per learner
    ceiling would be Rs 3,000 per annum for
    intervention of non residential intervention.
  • For residential AIE interventions, the cost
    ceiling would be Rs 10,000/- per child per annum.
  • The item wise breakdown of costs would be worked
    out by the state implementation society of SSA
    within the overall ceiling of Rs. 3000/- per
    annum. Item wise costs would be worked for each
    AIE strategy to provide kind of adequate
    flexibility for the needs of different kinds of

  • EGS - School less habitations
  • AIE - Bridge courses, back to school camp,
    strategies for specific, difficult groups of
    children who cannot be mainstreamed
  • Focus areas -
  • Full time community schools for small
    unserved habitations
  • Mainstreaming of children through bridge
    courses of different duration
  • Specific strategies for special groups like
    child labour, street children, adolescent
    girls, girls belonging to certain backward
    communities, children of migrating families
  • Innovative programme in pedagogic practices,
    curriculum, programme management,
  • textbooks, TLM etc.

  • Additional teacher if number of children exceeds
    40 in a primary level centre.
  • No rent for running EGS/AIE Centres. Community
    will provide space and shelter.
  • NGOs may be engaged for running EGS/AIE
  • Centres NGO contribution, if any, should be taken
    into account while preparing plans.
  • EGS Centres may be opened for minority children
    studying in Madrassas not affiliated to the
    Secondary School Board or Madrassa Board. Free
    Textbooks, additional teacher if required and
    teacher training can be provided.
  • Out of central assistance approved by PAB towards
    management cost within 6 of the ceiling

  • Community volunteers could be provided in regular
    schools, where required, to support and tract
    children who have been mainstreamed from bridge
    courses. Honorarium for such workers and
    associated costs could be supported under the
    remedial teaching activity of EGS AIE. This
    must be budgeted for in the AWPB for the year.

  • Education of migrating children.
  • Cover children of seasonally migrating parents
    of brick kilns, agriculture, sugarcane
    harvesting construction, stone quarrying,
    salt pans etc.
  • Efforts should be made to bring such children to
    regular schools both in districts where the State
    or in districts to where they seasonally migrate.
    If this is not feasible, the following
    alternative options be explored
  • (a) Seasonal hostels/residential camps to
    retain children in the sending villages
    during the period of migration.
  • (b) Work-site schools at the location where
    migrant families are engaged in work
  • (c) Peripatetic educational volunteer who can
    move with the migrating families to take care of
    childrens education and

  • (d) Strategies for tracking of children through
  • cards/other records to enable continuity in
    their education
  • before, during and after the migration.
  • The receiving district/State where migrate
    families are located should provide education
    facilities and include it in the district AWPB
    under AIE component. The involvement of NGOs in
    the process of mapping, planning and
    implementation be actively supported.
  • Sending and receiving districts and States to
    collaborate with each other to ensure continuity
    education of such children and providing
    appropriate textbooks, teachers who can teach in
    the language in which children have been
    receiving education.
  • A task force could be set up to effect regular
    coordination between States/Districts.
  • The appraisal process of AWPBs would scrutinize
    if areas of high incidence of migration have been
    identified and whether strategies for education
    of seasonally migrating children have been
    included in the district plans.

21. Preparatory activities for micro-planning,
household surveys, studies, community
mobilization, school- based activities, office
equipment, training and orientation at all
levels, etc.
  • As per specific proposal of a district, duly
    recommended by the State. Urban areas, within a
    district or metropolitan cities may be
    treated as a separate unit for planning as
  • Pre-project activities are not included in the

  • Introduced as an additional support to SSA for
    education of girls at elementary level.
  • Applicable in areas -
  • Educationally backward blocks with rural female
    literacy is less than the national average of
    (46.58 as per 2001 census) and gender gap is
    above the national average (21.69 as per 2001
  • Block of districts which have at least 5 SC/ST
    population and SC/ST female literacy rate below
  • Selected urban slums (urban female literacy
    54.16 as per 2001 census)
  • Prepare separate sub-plan for NPEGEL
  • Data on rural male, female literacy rate and
    gender gap cluster and block level
  • Data on percentage of SC/ST population and SC/ST
    female literacy rate
  • Urban slums notified by Ministry of Urban
    Development and Poverty Alleviation, Govt. of
  • No. of clusters covered in each educationally
    backward block

  • To provide for block focused projects for girls
    at risk/difficult circumstances under the NPEGEL
    programme, with clearly defined outcomes subject
    to the following conditions
  • (i) Focus of interventions should be on
    retention of girls and improvement in the quality
    of learning. Detailed action plans for the
    target group of girls and the specific strategies
    to be adopted in the block are spelt out, with
    defined and measurable outcomes. SSA Annual Work
    Plans of districts to reflect NPEGEL block
    specific projects, accordingly.
  • (ii) All strategies and interventions must target
    both in and out of school girls within the
  • (iii)Funds per block would be the sum total of
    the sub-components admissible under the NPEGEL
    scheme per cluster.
  • (iv) The amount of Rs. 2 lakh granted for an
    additional room to a model cluster school, be
    deleted from the scheme, as SSA already provides
    for such infrastructure. Instead the fund should
    be used for other approved activities and
    included in (iii) above

Financial Norms under NPEGEL
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  • Activities covered under 7 (ii) (a) to 7 (ii) (f)
    undertaken within an overall annual ceiling of
    Rs. 60000/- per cluster

Kasturba Gandhi Balika Vidyalaya (KGBV)
  • Introduced as a separate programme by Government
    of India during 2003-04.
  • However, from 1st April 2007 (from the 11th Plan
    period) forming part of SSA.
  • Separate Annual Work Plan Budget below SSA and
    NPEGEL plan is prepared.
  • Applicable only in those educationally backward
    blocks as per census data of 2001 i.e. rural
    female literacy below the national average and
    gender gap in literacy more than the national
  • Schools may be set up in areas with concentration
    of tribal population with low female literacy and
    /or a large number of girls out of school,
    concentration of SC, OBC and minority populations
    with low female literacy and/or a large number of
    out of school, areas with low female literacy or
    areas with a large number of small, scattered
    habitations that do not qualify for a school.

  • Such residential schools will be set up only in
    those backward blocks that do not have
    residential schools for elementary education of
    schools under any other scheme of Ministry of
    Social Justice and Empowerment and Ministry of
    Tribal Affairs.
  • Setting up of residential schools where there are
    a minimum of 50 girls predominantly from the SC,
    ST and minority communities available to study in
    the school at the elementary level. The number
    can be more than 50 depending on the number of
    eligible girls. Three posses models for such
    school have been identified.
  • To provide necessary infrastructure for these
  • To prepare and procure necessary teaching
    learning material and aids for the schools.
  • To put in place appropriate systems to provide
    necessary academic support and for evaluation and

  • To motivate and prepare the girls and their
    families to send them to residential school
  • At the primary level the emphasis will be on the
    slightly older girls who are out of school and
    were unable to complete primary schools (10).
    However, in difficult areas (migratory
    populations, scattered habitations that do not
    qualify for primary / upper primary schools)
    younger girls can also be targeted.
  • At the upper primary level, emphasis will be on
    girls, especially, adolescent girls who are
    unable to go to regular schools.
  • In view of the targeted nature of the scheme, 75
    girls from SC, ST, OBC or minority communities
    would be accorded priority for enrolment in such
    residential schools and only thereafter, 25
    girls from families below poverty line.
  • Established NGOs and other non-profit making
    bodies will be involved in the running of the
    schools, wherever possible. These residential
    schools can also be adopted by the corporate

Financial Norms of KGBV
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Progress Overview
  • Progress Overview includes progress both physical
    and financial made during the previous year.
  • Unspent balance is outlay saved.

Spill Over
  • Outlay saved under non-recurring head and
    commitment made under recurring head.
  • One time grant like TLE, Furniture Grant for
  • Commitment made but not paid during the financial
  • Use prescribed Software and provide both soft and
    hard copies.

  • As per State Government procedure with the
    exception of cash book in double entry method.
  • Para 50 of the Manual provides books of accounts
    and registers.
  • Annual physical verification of Assets and Stock
  • Canons of Financial Propriety.

  • Advances treated as expenditure for reporting
  • School Grant
  • Teachers Grant
  • TLE
  • Repair and Maintenance of School building
  • Civil Works by community
  • Salary of locally appointed teachers
  • EGS/AIE (Salary and Materials)
  • Teachers Training
  • Contingency Grant to BRC/CRC

  • Advance Register
  • Monitoring of Advances
  • Account head
  • Cash Book
  • Journal
  • Ledger
  • Bank Reconciliation
  • Indicative staffing structure at SPO and DPO
  • Capacity Building of Accounts and Audit Staff
  • Control of Expenditure
  • Re-appropriation of funds

Fund Flow Arrangements
  • GOI and State Share
  • Procedure for release of funds
  • Ad-hoc release of Ist installment of GOI share in
    April 50 of the expenditure incurred in the
    previous year less opening balance subject to
    subsequent adjustments.
  • Fund flow from GOI to SIS, State to SIS, SIS to
    District and District to sub-district level.
  • Accounting of Interest earned.

Financial Reporting
  • Quarterly fund flow and cash forecast statement
    Annex VIII
  • Quarterly Progress Report Annex IX
  • Release of funds to Districts - Annex XI
  • District-wise expenditure statement - Annex XII

Internal Control and Internal Audit
  • Internal Control
  • Supervision and Monitoring
  • Concurrent Financial Review and Monitoring by GOI
  • Indicators for Financial Management checks by GOI
    - Annex XIV (Half Yearly)
  • Expenditure
  • Fund Flow
  • Advances
  • Staff for Financial Management
  • Training Programme
  • External Audit
  • Internal Audit

  • Selection of Chartered Accountant Firm with a
    minimum of 5 years experience from the empanelled
    list of CAG/State AG and if not available
    through the normal selection process.
  • Terms of Reference
  • CA Firm for initially one year and extended upto
    3 years
  • SPO, all DPOs and sample BRCs, CRCs, schools/VECs
    in a three year cycle except that schools/VECs
    receiving more than Rs.1 lakh be included in the
  • Annual Audit Report by CA Firm by September every
  • Audited Annual Accounts along with balance sheet,
    income and expenditure account, receipt and
    payment etc. submitted to GOI by December every
  • Pursuance of Audit Objections

Procurement Procedure under SSA / NPEGEL
  • Chapter IX of the Manual provides procurement
  • Ensure the levels of procurement provided in Para
    107 is strictly followed
  • School / Community level
  • CRC / BRC level
  • District level
  • State level
  • Procurement Plan every year based on requirement
    and method as per financial ceiling
  • Financial limit AS PER State limit or
    specifically prescribed for each method to be
    strictly followed.

  • Steps
  • Notification / Advertising
  • Issue of tender documents
  • Submission of tender documents
  • Public opening of tender
  • Evaluation
  • Selection of lowest evaluated responsive tender
    based on post qualification
  • Negotiation with L-1 (if necessary)
  • Contract award and
  • Contract performance

  • Prescribe Standard bidding documents covering the
  • Documents user friendly, self contained,
    comprehensive, unambiguous and relevant to the
    objective of purchase.
  • Bid form and price schedule
  • Technical specifications
  • Post qualification criteria
  • Validity period
  • Earnest money
  • Pre-bid conference
  • Submission of bids
  • Opening of bids
  • Security deposit
  • Retention money
  • Payment terms
  • Liquidated damages

  • Evaluation criteria
  • Conditions of contract
  • Negotiation with L-1
  • Award of contracts
  • Repeat Orders
  • Quantity as per State procedure
  • Place order within one month from the date of
    last supply
  • Prices have since not reduced
  • Purchases not made on urgent basis
  • Rejection of all bids
  • Lack of competition
  • Tenders not substantially responsive
  • Obtain the approval of competent authority

  • Items covered
  • goods including books,
  • teaching learning materials,
  • school equipment,
  • hiring of vehicles, and
  • operation and maintenance of equipment
  • Steps
  • Identifying items
  • Laying down of specifications
  • Estimating total numbers and costs of items
  • Identifying likely agencies borne on the approved
    list of contractors/ suppliers
  • Obtaining approvals of competent authority
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